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Examining Classroom Quality As A Moderator Between Pre-Kindergarten Participation and School Readiness

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posted on 13.08.2019 by Adassa Budrevich
The current study examined the extent to which associations between participation in a targeted state-funded pre-kindergarten (pre-k) program and children’s literacy, numeracy, executive function (EF), and social-emotional skills were moderated by the quality of teacher-child interactions. Data came from an evaluation of a state-funded pre-k program including children enrolled in pre-k and those in a matched comparison group. The sample consisted of 558 children (Mage = 57.74 months) from two cohorts (48.9% female; 43.7% African American; 0.8% Asian; 32.3% European American; 12.4% Hispanic; 10.4% Multiracial). Children’s school readiness assessments and teacher surveys were collected during fall and spring of the preschool year. Research assistants assessed teacher-child interactions using the Pre-K Classroom Assessment Scoring System (CLASS; Pianta, La Paro, Hamre, 2008) once in the winter of the preschool year. Two-level multilevel linear models were conducted for each school readiness domain and included a variety of control variables. Results suggested that emotional support, classroom organization, and instructional support did not significantly moderate the relation between pre-k participation and literacy, numeracy, EF, and social-emotional skills.

History

Degree Type

Master of Science

Department

Human Development and Family Studies

Campus location

West Lafayette

Advisor/Supervisor/Committee Chair

James G. Elicker

Advisor/Supervisor/Committee co-chair

Sara A. Schmitt

Additional Committee Member 2

David J. Purpura

Licence

Exports

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Licence

Exports